ࡱ> hjgy bjbj 0,{{     (T i*|mmm"i$i$i$i$i$i$i$knZHimmmmmHi]im "im"i`h@ٯUwcLisi0icnw"nhnh4mmmmmmmHiHimmmimmmmnmmmmmmmmm : Group Participation Rubric (sample analytic rubric) Criteria Level of ParticipationDistinguished Proficient Basic UnacceptableWorkload Did a full share of the workor more; knows what needs to be done and does it; volunteers to help others. Did an equal share of the work; does work when asked; works hard most of the time. Did almost as much work as others; seldom asks for help. Did less work than others; doesnt get caught up after absence; doesnt ask for help. Getting Organized Took the initiative proposing meeting times and getting group organized. Worked agreeably with partner(s) concerning times and places to meet. Could be coaxed into meeting with other partner(s). Did not meet partner(s) at agreed times and places. Participation in Discussions Provided many good ideas for the unit development; inspired others; clearly communicated desires, ideas, personal needs, and feelings. Participated in discussions; shared feelings and thoughts. Listened mainly; on some occasions, made suggestions. Seemed bored with conversations about the unit; rarely spoke up, and ideas were off the mark. Meeting Deadlines Completed assigned work ahead of time. Completed assigned work on time. Needed some reminding; work was late but it didnt impact grade. Needed much reminding; work was late and it did impact quality of work or grade. Showing up for Meetings Score Showed up for meetings punctually, sometimes ahead of time. Showed up for meetings on time. Showed up late, but it wasnt a big problem for completing work. No show or extremely late; feeble or no excuse offered. Providing Feedback Score Habitually provides dignified, clear, and respectful feedback. Gave feedback that did not offend. Provided some feedback; sometimes hurt feelings of others with feedback or made irrelevant comments. Was openly rude when giving feedback. Receiving Feedback Score Graciously accepted feedback. Accepted feedback. Reluctantly accepted feedback. Refused to listen to feedback.  Retrieved February 12, 2008 from Making the Grade: The Role of Assessment in Authentic Learning by Marilyn M. Lombardi,  HYPERLINK "http://www.educause.edu/ir/library/pdf/ELI3019.pdf" http://www.educause.edu/ir/library/pdf/ELI3019.pdf 45VWXfgrsyzO P > ?  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